DOI: https://doi.org/10.20535/2410-8286.156658

DEVELOPING THE PRAGMATIC COMPETENCE OF FOREIGN LEARNERS: GUIDELINES TO USING CONSTATIVES IN MODERN ENGLISH DISCOURSE

Viktoriia Berezenko

Abstract


The article is devoted to the problems of foreign language education in linguistic universities, namely to acquiring the pragmatic competence by students. The research questions whether EFL learners are pragmatically competent in using language in a certain communicative situation. The experimental teaching session proves that the special research methods (descriptive, pragmatic, performative analyses) and divergent forms of learning the modal perspective of constatives in discourse can provide students with the appropriate knowledge base. The main conclusions drawn from this research are that EFL learners can have only elementary pragmatic competence without a special training session. Therefore the current study suggests the procedure of training the communicative skills in the appropriate use of constatives in the process of social interaction with the aim of developing the pragmatic competence of students and helping them acquire their proficiency in achieving certain goals in communication. 


Keywords


pragmatic competence; foreign language education; constative; modality; verification; teaching strategies/methods

Full Text:

PDF

References


Aldhahi, M., Fernández-Parra, M., & Davies, L. (2018). Exploring the Typology of Challenges and Strategies in Translating Culture-Bound Items for Professional Purposes. International Journal of English Linguistics, 8 (3), 1-14. https://doi.org/10.5539/ijel.v8n3p1

Altınsoy, E. & Okan, Z. (2017). The impact of contextual factors on English language teachers’ beliefs. Journal of Language and Linguistic Studies, 13 (2), 53-70. Retrieved February 10, 2019 from https://www.jlls.org/index.php/jlls/article/view/601/296.

Berezenko, V. M. (2018). Verbal and nonverbal cues to deception in Modern English discourse. Naukovyi visnyk kafedry UNESCO KNLU, 36, 64-71. Retrieved February 10, 2019 from http://ukrfilolog.knlu.ua.

Boyd, M. P., Chiu M. M., Kong Y. (2019). Signaling a language of possibility space: Management of a dialogic discourse modality through speculation and reasoning word usage. Linguistics and Education, 50, 25-35. https://doi.org/10.1016/j.linged.2019.03.002

Brown, D. (2000). Angels and Demons. US : Pocket Books.

Cuneyt, D. (2018). Hedging and academic writing: an analysis of lexical hedges. Journal of Language and Linguistic Studies, 14 (4), 74-92. Retrieved February 11, 2019 from https://www.jlls.org/index.php/jlls/article/view/812/422

Dobrowolska, D. & Balslev, K. (2017). Discursive mentoring strategies and interactional dynamics in teacher education. Linguistics and Education, 42, 10-20. https://doi.org/10.1016/j.linged.2017.09.001

Galsworthy, J. (1975). The Forsyte Saga. To Let, Book Three. Moscow : Progress Publishers.

Hailey, A. (2006). Hotel. Moscow: Airis-press.

Hengevald, K. & Mackenzie, L. (2008). Functional Discourse Grammar. A typologically based theory of language structure. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199278107.001.0001

Hyland, K. (1998). Boosting, hedging, and the negotiation of academic knowledge. Text, 18(3), 349-382. https://doi.org/10.1515/text.1.1998.18.3.349

Hyland, K. (2000). Disciplinary Discourses: Social Interactions in Academic Writing. London: Longman.

Hyland, K. (2001). Definitely a possible explanation: Epistemic modality in academic argument. In M. Gotti, & M. Dossena (Eds), Modality in Specialized Texts (pp. 291-310). Bergamo: P. Lang.

Kasper, G. (1996). Interlanguage Pragmatics in SLA. Studies in Second Language Acquisition, 18, 145-148.

Lakoff, G. (1973). Hedges: A study in meaning criteria and the logic of fuzzy concepts. Journal of Philosophical Logic, 2 (4), 458-508.

Lyons, J. (1977). Semantics. Cambridge: Cambridge University Press. https://doi.org/10.1080/14640747908400760.

March, W. (1978). Bill’s eyes. In S. V. Shvetsova, & M. A. Romanova (Eds.), Eleven American Stories (pp. 113-121). Moscow: Mezhdunarodniye otnosheniya.

Matruglio, E. (2018). Neutral subjectivity: Facts and evidence in school Modern History writing. Linguistics and Education, 48, 76-84. https://doi.org/10.1016/j.linged.2018.02.002

Potcheptsov, G. G. (1975). Pragmaticheskiy aspect izucheniya: k postroyeniyu teoriyi pragmaticheskogo syntaksysa [The pragmatic aspect of learning: constructing the theory of pragmatic syntax. Inostranniye yazyky v shkole, 6, 15-26.

Rollins, J.K. (2000). Harry Potter and the Goblet of Fire. London: Bloomsbury.

Salimova, F. (2015). The Various Inclinations to the Questions of Modality and Discourse. International Journal of English Linguistics, 5 (2), 165-171. http://dx.doi.org/10.5539/ijel.v5n2p165

Steiber, E. (1992). 8-th Grade Changes Everything. Troll Associates, USA.

Stevenson, R. (2008). Treasure Island. London: Puffin Classic.

Suckow, R. (1978). A start in life. In S. V. Shvetsova, & M. A. Romanova (Eds.), Eleven American Stories (pp. 96-113). Moscow: Mezhdunarodniye otnosheniya.

Tatarinova, M. N., Shvetsova M. G. (2019). The Model of the Emotionally-Valuable Component of the Content of Primary School Foreign-Language Education: Designing and Testing. European Journal of Contemporary Education, 8(1), 167-186. https://doi.org/10.13187/ejced.2019.1.167

Thurber, J. (1978). Doc Marlowe. In S. V. Shvetsova, & M. A. Romanova (Eds.), Eleven American Stories (pp. 74-81). Moscow: Mezhdunarodniye otnosheniya.

Tulgar, A. T. (2016). The role of Pragmatic Competence in Foreign Language Education. Turkish Online Journal of English lanhuage Teaching, 1, 10-19. https://doi: 10.32959/tojelt.229304

Tushnet, L. (1978). The Klausners. In S. V. Shvetsova, & M. A. Romanova (Eds.), Eleven American Stories (pp. 16-31). Moscow: Mezhdunarodniye otnosheniya.

Webster, J. (2006). Daddy-Long-Legs. Кyiv: Znannia.

Wilde, О. (2006). The Picture of Dorian Gray. Кiev: Znaniya.

Yang, Y. (2013). Exploring linguistic and cultural variations in the use of hedges in English and Chinese scientific discourse. Journal of Pragmatics, 50, 23-36. https://doi: 10.1016/j.pragma.2013.01.008




Copyright (c) 2019 Viktoriia Berezenko

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)